My love for learning and education began when I was second grade student. Looking back, I’m sure that this positive and memorable time in my life prompted my future endeavors in education. My professional teaching career now reflects over fifteen years of experience and has been geared toward the empowerment of elementary school children.
Throughout high school, I assisted local artists and teachers while volunteering at the Worcester Art Museum. The private academy I attended also encouraged and fostered community service for high school students, and I found my niche collaborating with teachers and artists at the museum. This amazing experience prompted my enthusiasm for the arts, education and community service with children.
While attending Worcester State University in the United States, I had the privilege to teach diverse groups of students with multiple intelligences and varying backgrounds. During my years at WSU, I also worked as a group leader for a local community center for at risk children. I believe my greatest strengths include exciting and motivating students to achieve their best while enjoying the learning process in authentic scenarios that encourage their individual creativity. I value individuality, and strive to meet the needs of each student. Children should constantly be encouraged to achieve their best and celebrate their triumphs with their peers in a respectful learning community. To accomplish this, I plan and create hands-on activities for students that accommodate their diverse learning styles and hopefully excite each child in our classroom community.
For seven years, I also worked in inner city schools in Massachusetts where I taught grades Kindergarten, one and two. As a result of this experience, I realize the importance of trust and fairness within the community of a classroom. Teachers must support and promote students to also celebrate and learn from their diversity. It has been important for me to successfully establish relationships with students and their parents in a comfortable, yet challenging learning environment. Both parents and students should feel encouraged, empowered and confident while participating in their classroom community.
Pursuing and utilizing professional development opportunities across the curriculum has also been a great priority for me. Integrating the knowledge I have gained from these experiences along with constant collaboration with my colleagues has helped me to create enriching lessons, activities and authentic assessments for my students. My professional development and course trainings related to management and leadership enabled me to improve my communications skills as a leader with my colleagues in both Dubai and Hamburg. My grade one and two inclusion classrooms have included The International Primary Curriculum, Everyday Mathematics, Readers’ Workshop and Writer’s’ Workshop. Facilitating ESL/EAL students in Kindergarten through grade eight with their reading and writing skill has also been a pleasure and positive learning experience for me. While working at Tokyo International School, I have been fortunate to further broaden my knowledge of different curriculums and now have a deeper understanding of the PYP Curriculum and both Readers’ and Writers’ Workshop.
Being an EAL teacher who provides both pull out and in class support for students across grade levels has given me a deeper understanding of the importance of the individualized needs of every student. One day, I hope to take the knowledge I have gained from my vast experiences as a Learning Support Teacher and return to the general classroom. Currently, I am excited by the prospect of pursuing another position and adventure in a new country and professional learning community.